¿cuánto Aprendí en La Enseñanza Secundaria? Las Actitudes De Los Estudiantes Universitarios De Primer Año Respecto a La Relación Enseñanza Aprendizaje De Su Segunda Lengua en La Escuela Secundaria en Tres Contextos Internacionales

Laborda, Jesús García; Bejarano, Luís; Simons, Mathea

doi:10.5944/educxx1.15.2.131

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…Most trainees considered the use of ICT as quite limited in the schools where they had been doing the practicum. This finding has also been reported in secondary education contexts (García Laborda, Bejarano, & Simons, 2012), and is probably a more accurate perspective of real usage than the one previously reported by the teachers themselves, who might try to justify what they consider their expected use of technological tools and not their real usage. Given the considerable investment that has been carried out to equip schools with technological tools, this low usage should be further researched to try and find its cause and possible solutions.…”

Section: Discussionsupporting

confidence: 81%

Technology use in nursery and primary education in two different settings

Alastuey¹,

Laborda²

2016

New Perspectives on Teaching and Working With Languages in the Digital Era

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T his article studies which and how Information and Communications Technologies (ICTs) are used by nursery and primary education inservice teachers as reported by their pre-service teacher trainees after observations in their practicum in two provinces in Spain, Alcalá de Henares-Guadalajara and Navarre. Results indicate that in-service teachers tend to use traditional technological tools (audio files, video files, multimedia, games, Microsoft Word, interactive whiteboards) more than social networking (Facebook, blogs or wikis) both for teaching and for organisational purposes. Thus, more training in recent applications seems necessary to get ICT social applications into education.

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Section: Discussionsupporting

confidence: 81%

Technology use in nursery and primary education in two different settings

Alastuey¹,

Laborda²

2016

New Perspectives on Teaching and Working With Languages in the Digital Era

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“…5(1)(2017): [91][92][93][94][95][96][97][98][99][100][101][102][103][104][105][106][107] foreign language classroom is rather limited. Students are not used to benefitting from them at home or in school either (García Laborda, Bejarano, & Simons, 2012).…”

Section: Jesús García Laborda and Mary Frances Litzlermentioning

confidence: 99%

English for Business: Student Responses to Language Learning Through Social Networking Tools

Laborda¹,

Litzler²

2017

ESP Today

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This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video repositories (YouTube), networking programs (LinkedIn), and communication tools (SlideShare). The data were obtained through an online questionnaire designed after a focus group had been held. The results, which are quantitative, suggest that the use of Web 2.0 tools and social networks for language learning facilitated collaboration within the groups when completing tasks, proved to be motivating, and made a clear distinction from traditional university language courses, often centered on the teacher and the syllabus contents. In addition, the students viewed the tools as being important for their future as professionals in the business world. While the sample in this study is limited and, hence, the results are not universally applicable, there is evidence that this method of learning may work well in a variety of international contexts.Key words ESP, business English, higher education, Web 2.0, social networking, blogs, student perceptions.* Corresponding address: Jesús García Laborda, C/ Trinidad, 3; 28801 Alcalá de Henares, Madrid, Spain. JESÚS GARCÍA LABORDA & MARY FRANCES LITZLERVol. 5(1)(2017): [91][92][93][94][95][96][97][98][99][100][101][102][103][104][105][106][107] Sažetak Primer iz prakse opisan u radu, zasnovan na akcionom istraživanju, tiče se studenata poslovnog engleskog jezika prve godine Univerziteta u Alkali i njihovih stavova prema korišćenju Web 2.0 alata i društvenih medija u učenju jezika. Tokom nastave studenti su zamoljeni da učestvuju u kreiranju i korišćenju nekoliko alata, kao što su blogovi, video repozitorijumi (YouTube), programi za umrežavanje (LinkedIn) i komunikacioni alati (SlideShare). Podaci su prikupljeni putem onlajn upitnika osmišljenog nakon sastanka fokus grupe. Rezultati, koji su kvantitativni, ukazuju da korišćenje Web 2.0 alata i društvenih mreža olakšava saradnju unutar grupa pri obavljanju zadataka, da deluje motivišuće, kao i da predstavljaju razliku u odnosu na tradicionalne kurseve jezika na univerzitetu, često usredsređene na nastavnika i nastavni program. Pored toga, studenti smatraju da će im alati biti od koristi u budućnosti u svetu poslovanja. Iako je uzorak u ovom istraživanju ograničen, pa stoga ni rezultati nisu opšteprimenljivi, postoje naznake da bi ovaj metod učenja mogao dobro funkcionisati u različitim međunarodnim okruženjima.Ključne reči engleski jezik nauke i struke, poslovni engleski, visoko obrazovanje, Web 2.0, društvene mreže, blogovi, percepcije studenata.

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“…El aprendizaje autónomo y colaborativo que aquí mencionamos tiene una importancia vital en las asignaturas que presentamos (García Laborda, Bejarano & Simons, 2012). Así, la tecnología tiene un papel destacado en los dos tipos de aprendizaje.…”

Section: (Interés Primario) Y (Interés Secundario) Tabla 1: Comparación De Actividades Grupales E Individuales Entre Uah Y Vsuunclassified

¿Hablamos de lo mismo? Estudio contrastivo de programas de lenguas para fines específicos en dos universidades de Estados Unidos y España

Laborda¹,

Bejarano²

2017

rlfe

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Language courses for specific purposes vary due to their context and purpose. However, it is possible to find common features between programs in two different countries, with different characteristics and languages in question. It is interesting then to observe how different courses work according to their specific characteristics to highlight in addition to their similarities their limitations and challenges. In this sense, this paper addresses the cases of Spanish for specific purposes in the Faculty of Foreign Languages of Valdosta State University in the United States and English in the Faculty of Education of the University of Alcalá in Spain. The contrastive study refers to the characteristics of both programs, their courses and students, the methodology and materials used for instruction, the use of the target language and evaluation. The paper concludes that in spite of the different nature of the programs and courses in question, more similarities can be found than differences of substance, so that future studies will address these contrasts in the elaboration of an international common framework.

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¿cuánto Aprendí en La Enseñanza Secundaria? Las Actitudes De Los Estudiantes Universitarios De Primer Año Respecto a La Relación Enseñanza Aprendizaje De Su Segunda Lengua en La Escuela Secundaria en Tres Contextos Internacionales

Cited by 6 publications

References 5 publications

Technology use in nursery and primary education in two different settings

Technology use in nursery and primary education in two different settings

English for Business: Student Responses to Language Learning Through Social Networking Tools

¿Hablamos de lo mismo? Estudio contrastivo de programas de lenguas para fines específicos en dos universidades de Estados Unidos y España

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